A Comparative Study of Two Blended Learning Strategies: Team-Based Learning and Directed Self Learning During COVID-19 in Pakistan

Abstract

Objective: This study aimed to compare two blended instructional approaches: Online plus Team-Based Learning (TBL) versus Online plus Directed Self Learning (DSL) by evaluating students' post-test assessment scores and their responses on a feedback questionnaire during the COVID-19 in Pakistan.

Materials and Methods: Fifty first-year dental students participated in a quasi-experimental comparative study using a non-probability convenient sampling technique. During the pandemic lockdown, all students received online lectures on anatomy followed by an on-campus pre-test. Two interventional learning approaches TBL & DSL, were used to blend with online lectures followed by a post-test. A feedback questionnaire was given to students and responses were compared. Data were analyzed by using SPSS version 23, with a significant p-value of ? 0.05.

Results: The comparison of post-test assessment scores of the TBL group (12.38 ± 2.55) and DSL group (10.70 ± 2.67) revealed a statistically significant difference (p=0.047). Most responses by the TBL group were statistically significant: motivation towards learning (p<0.01), analysis of learning through feedback (p<0.001), preference for collaborative work (p<0.001) and assessment of blended instruction (p <0.001).

Conclusion: Blended TBL proved to be more effective than the blended DSL approach in improving students' test scores in anatomy. The majority of students preferred TBL as a learning approach that motivated them to learn anatomy, promoted collaborative work, and enhanced cognitive and decision-making skills through immediate feedback. Furthermore, students recommended TBL to supplement online lectures and should be offered more frequently in the curriculum.